Multiculturalism is no boon to education, but an agent of anti-Western ideology.
By Elan Journo
Back to school nowadays means back to classrooms, lessons and textbooks permeated by multiculturalism and its championing of "diversity."
Many parents and teachers regard multiculturalism as an indispensable educational supplement, a salutary influence that "enriches" the curriculum. But is it?
With the world's continents bridged by the Internet and global commerce, multiculturalism claims to offer a real value: a cosmopolitan, rather than provincial, understanding of the world beyond the student's immediate surroundings. But it is a peculiar kind of "broadening." Multiculturalists would rather have students admire the primitive patterns of Navajo blankets, say, than learn why Islam's medieval golden age of scientific progress was replaced by fervent piety and centuries of stagnation.
Leaf through a school textbook, and you'll find that there is a definite pattern behind multiculturalism's reshaping of the curriculum. What multiculturalists seek is not the goal they advertise, but something else entirely. Consider, for instance, the teaching of history.
One text acclaims the inhabitants of West Africa in pre-Columbian times for having prosperous economies and for establishing a university in Timbuktu. But it ignores their brutal trade in slaves and the proliferation of far more consequential institutions of learning in Paris, Oxford and elsewhere in Europe.
Some books routinely lionize the architecture of the Aztecs, but purposely overlook or underplay the fact that they practiced human sacrifice.